Troman8 Banff
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Development and Assesment of a Prototype Blended Course for
Undergraduates
Trinidad RománClaudia Méndez
Banff, 2008
Universidad Metropolitana de Ciencias de la Educación
UMCE
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Universidad Metropolitana de Ciencias de la Educación. Chile 2
37% of young 18-24 years coursing Superior Education
Since 2000, the application form students can apply on-line
25 universities with state funds
6,8% PBI high education
CHILE
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PILOT UNDERGRADUATE
PROGRAM FOR INITIAL TEACHER EDUCATION
UMCE
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Background Information
• From 2004, Professors have been teaching courses using different platforms, such as Microcampus, Adecca, Teleduc,
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Moodle Moodle was was incluideincluided in d in 20072007
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For this reason, it was necessary
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HOW TO REACH THIS GOAL
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THEN, THE PROBLEM WAS RESTRICTED
The development and assessment of the USABILITYThe development and assessment of the USABILITY of of a prototype of an undergraduate courses for a Teacher a prototype of an undergraduate courses for a Teacher Training degree in a blended environment in MoodleTraining degree in a blended environment in Moodle
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Methods and Subjects of studyMethods and Subjects of study
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• 6060 4th-4th-semester semester studentstudents s of of the English the English Department ofDepartment of
UMCEUMCE
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The Prototype was designed in three stages
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The prototype was structured considering
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How the process was monitored
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Most relevant traits about the PrototypeMost relevant traits about the Prototype
(1)Weekly Course Format
(2)Collaborative work (wiki)
(3)Interactive activities
(4)Process evaluation,
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(1) Weekly Course Format
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(2) Collaborative work (wiki)
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(3)
Interactive activities using different resources such as forums, assignments,
paintings, videos and animated gifs.
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Process evaluation, quizzes,
self- assessments questionnaire, essay writing
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Assessment of Prototype
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(a)
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(a) Students had to answer 3 online diagnostic tests:
I.Diagnostic Evaluation
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I.Diagnostic Evaluation
(b) The students’ interest in the contents and their knowledge and use of ICT were assessed
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II PROCESS EVALUATION
(a) Process evaluation was carried out through a logbook: activity reports for each student (last access, number of access times, etc)
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II. Process Evaluation
(b) A group of students was interviewed to assess their level of satisfaction and to know the comparative strengths and weaknesses of this type of course.
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II. Process Evaluation
(c) Teachers’ and students’ perception and performance were registered in the logbook.
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III. ASSESSMENT OF RESULTS
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(a) Degrees of platform satisfaction
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Results
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Diagnostic Evaluation Results:
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(2) Memory Retention Category(1) Elaborative Processment Category
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Diagnostic Evaluation Results:
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(3) Average score for Reflexive Thinking Category
High score in Critical Thinking Category
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Process Evaluation Results:
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Results of Assessment:
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Results of Assessment:
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UNIVERSIDAD METROPOLITANA DE CIENCIAS DE LA EDUCACIÓN
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THE PAST TO DAY
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THE PAST
TO DAY
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